APPENDIX
Literacy Standards for Grades 6-12:
History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The Grades 6-12 standards on the following pages define what students should understand and be able to
do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor
standards below by number. The CCR and grade-specific standards are necessary complements—the
former providing broad standards, the latter providing additional specificity—that together define the
skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*See College and Career Readiness Anchor Standards for Writing, “Research to Build and Present Knowledge,” on page 149 for
additional standards relevant to gathering, assessing, and applying information from print and digital sources.
APPENDIX
College and Career Readiness Anchor Standards for Writing
The Grades 6-12 standards on the following pages define what students should understand and be able to
do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor
standards below by number. The CCR and grade-specific standards are necessary complements—the
former providing broad standards, the latter providing additional specificity—that together define the
skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres.
APPENDIX
Bibliography
Alabama Course of Study: Mathematics. Montgomery, Alabama: Alabama Department of Education,
2009.
Alabama Course of Study: Mathematics. Montgomery, Alabama: Alabama Department of Education,
2010.
Common Core State Standards for Mathematics. Washington, D.C.: National Governors Association
Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO),
2010.
Cross, Christopher T., Taniesha A. Woods and Heidi Schweingruber, Eds. Mathematics in Early
Childhood: Paths Towards Excellence and Equity. Washington, D.C.: Committee on Early
Childhood Mathematics, National Research Council (NCR), 2009.
Kilpatrick, Jeremy, Jane Swafford and Bradford Findell, Eds. Adding It Up: Helping Children Learn
Mathematics. Washington, D.C.: Mathematics Learning Study Committee, National Research
Council (NCR), 2001.
Principles and Standards for School Mathematics. Reston, Virginia: National Council of Teachers of
Mathematics, 2000.
Wisconsin Department of Public Instruction. “Glossary,” Wisconsin Common Core State Standards for
Mathematics, n.d., <http://www.dpi.wi.gov/standards/math/glos.html>, (March 2, 2010).
APPENDIX
Glossary
Addition and subtraction within 5, 10, 20, 100, or 1000. Addition or subtraction of two whole numbers
with whole number answers and with sum or minuend in the range 0-5, 0-10, 0-20, or 0-100, respectively.
Example: 8 + 2 = 10 is an addition within 10, 14 – 5 = 9 is a subtraction within 20, and 55 – 18 = 37 is a
subtraction within 100.
Additive inverses. Two numbers whose sum is 0 are additive inverses of one another.
Example: and – are additive inverses of one another because + (– ) = (– ) + = 0.
Associative property of addition. See Appendix A, Table 3.
Associative property of multiplication. See Appendix, Table 3.
Bivariate data. Pairs of linked numerical observations. Example: a list of heights and weights for each
player on a football team.
Box plot. A method of visually displaying a distribution of data values by using the median, quartiles,
and extremes of the data set. A box shows the middle 50% of the data.
Commutative property. See Appendix A, Table 3.
Complex fraction. A fraction A/B where A and/or B are fractions (B nonzero).
Computation algorithm. A set of predefined steps applicable to a class of problems that gives the
correct result in every case when the steps are carried out correctly. See also: computation strategy.
Computation strategy. Purposeful manipulations that may be chosen for specific problems, may not
have a fixed order, and may be aimed at converting one problem into another. See also: computation
algorithm.
Congruent. Two plane or solid figures are congruent if one can be obtained from the other by rigid
motion (a sequence of rotations, reflections, and translations).
Counting on. A strategy for finding the number of objects in a group without having to count every
member of the group. For example, if a stack of books is known to have 8 books and 3 more books are
added to the top, it is not necessary to count the stack all over again. One can find the total by counting on
—pointing to the top book and saying, “eight,” following this with “nine, ten, eleven. There are eleven
books now.”
Dilation. A transformation that moves each point along the ray through the point emanating from a fixed
center, and multiplies distances from the center by a common scale factor.
Dot plot. See line plot.
Expanded form. A multi-digit number is expressed in expanded form when it is written as a sum of
single-digit multiples of powers of ten. For example, 643 = 600 +40 + 3.
APPENDIX
Expected value. For a random variable, the weighted average of its possible value, with weights given
by their respective probabilities.
First quartile. For a data set with median M, the first quartile is the median of the data values less than
M. Example: For the data set {1, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the first quartile is 6. (Many different
methods for computing quartiles are in use. The method defined here is sometimes called the Moore and
McCabe method.) See also: median, third quartile, interquartile range.
Fraction. A number expressible in the form where a is a whole number and b is a positive whole
number. (The word fraction in these standards always refers to a nonnegative number.) See also: rational
number.
Identify property of 0. See Appendix A, Table 3.
Independently combined probability models. Two probability models are said to be combined
independently if the probability of each ordered pair in the combined model equals the product of the
original probabilities of the two individual outcomes in the ordered pair.
Integer. A number expressible in the form a or –a for some whole number a.
Interquartile range. A measure of variation in a set of numerical data, the interquartile range is the
distance between the first and third quartiles of the data set. Example: For the data set {1, 3, 6, 7, 10, 12,
14, 15, 22, 120}, the interquartile range is 15 – 6 = 9. See also: first quartile, third quartile.
Line plot. A method of visually displaying a distribution of data values where each data value is shown
as a dot or mark above a number line; also known as a dot plot.
Mean absolute deviation. A measure of variation in a set of numerical data, computed by adding the
distances between each data value and the mean, then dividing by the number of data values. Example:
For the data set {2, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the mean absolute deviation is 20.
Mean or arithmetic mean. A measure of center in a set of numerical data, computed by adding the
values in a list and then dividing by the number of values in the list. Example: For the data set {1, 3, 6, 7,
10, 12, 14, 15, 22, 120}, the mean is 21.
Median. A measure of center in a set of numerical data. The median of a list of values is the value
appearing at the center of a sorted version of the list—or the mean of the two central values, if the list
contains an even number of values. Example: For the data set {2, 3, 6, 7, 10, 12, 14, 15, 22, 90}, the
median is 11.
Midline. In the graph of a trigonometric function, the horizontal line halfway between its maximum and
minimum values.
Multiplication and division within 100. Multiplication or division of two whole numbers with whole
number answers, and with product or dividend in the range 0-100. Example: 72 ÷ 8 = 9.
Multiplicative inverses. Two numbers whose product is 1 are multiplicative inverses of one another.
Example: and are multiplicative inverses of one another because x = x = 1.
APPENDIX
Number line diagram. A diagram of the number line used to represent numbers and support reasoning
about them. In a number line diagram for measurement quantities, the interval from 0 to 1 on the diagram
represents the unit of measure for the quantity.
Percent range of change. A rate of change expressed as a percent. Example: If a population grows from
50 to 55 in a year, it grows by = 10% per year.
Probability. A number between 0 and 1 used to quantify likelihood for processes that have uncertain
outcomes such as tossing a coin, selecting a person at random from a group of people, tossing a ball at a
target, or testing for a medical condition.
Probability distribution. The set of possible values of a random variable with a probability assigned to
each.
Probability model. A probability model is used to assign probabilities to outcomes of a chance process
by examining the nature of the process. The set of all outcomes is called the sample space, and their
probabilities sum to 1. See also: uniform probability model.
Properties of equality. See Appendix A, Table 4.
Properties of inequality. See Appendix A, Table 5.
Properties of operations. See Appendix A, Table 3.
Random variable. An assignment of a numerical value to each outcome in a sample space.
Rational expression. A quotient of two polynomials with a nonzero denominator.
Rational number. A number expressible in the form
numbers include the integers.
or – for some fraction . The rational
Rectilinear figure. A polygon all angles of which are right angles.
Repeating decimal. The decimal form a rational number. See also: terminating decimal.
Rigid motion. A transformation of points in space consisting of a sequence of one or more translations,
reflections, and/or positions. Rigid motions are here assumed to preserve distances and angle measures.
Sample space. In a probability model for a random process, a list of the individual outcomes that are to
be considered.
Scatter plot. A graph in the coordinate plane representing a set of bivariate data. For example, the
heights and weights of a group of people could be displayed on a scatter plot.
Similarity transformation. A rigid motion followed by a dilation.
Tape diagram. A drawing that looks like a segment of tape, used to illustrate number relationships; also
known as a strip diagram, bar model, fraction strip, or length model.
Terminating decimal. A decimal is called terminating if its repeating digit is 0.
APPENDIX
Third quartile. For a data set with median M, the third quartile is the median of the data values greater
than M. Example: For the data set {2, 3, 6, 7, 10, 12, 14, 15, 22, 120}, the third quartile is 15. See also:
median, first quartile, interquartile range.
Transitivity principle for indirect measurement. If the length of object A is greater than the length of
object B, and the length of object B is greater than the length of object C, then the length of object A is
greater than the length of object C. This principle applies to measurement of other quantities as well.
Uniform probability model. A probability model which assigns equal probability to all outcomes. See
also: probability model.
Vector. A quantity with magnitude and direction in the plane or in space, defined by an ordered pair or
triple of real numbers.
Visual fraction model. A tape diagram, number line diagram, or area model.
Whole numbers. The numbers 0, 1, 2, 3…